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British Journal of Educational Psychology

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https://www.readbyqxmd.com/read/29322495/doing-better-or-worse-than-one-s-parents-social-status-mobility-and-performance-avoidance-goals
#1
Mickaël Jury, Alisée Bruno, Céline Darnon
BACKGROUND: Previous research has shown that, when succeeding in higher education, first-generation (FG) students endorse more performance-avoidance goals (i.e., the fear of performing poorly) than continuing-generation (CG) students. AIMS: In this study, individual mobility is examined as a predictor of performance-avoidance goal endorsement. It is argued that FG students endorse more these goals than CG students because in higher education, the former (but not the latter) experience upward mobility...
January 11, 2018: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29266202/school-readiness-in-children-with-special-educational-needs-and-disabilities-psychometric-findings-from-a-new-screening-tool-the-brief-early-skills-and-support-index
#2
Claire Hughes, Sarah Foley, Naomi White, Rory T Devine
BACKGROUND: There is an urgent need to accelerate the detection of special educational needs and disabilities (SEND). A recent brief questionnaire designed for teachers and nursery staff, the Brief Early Skills and Support Index (BESSI), shows promising psychometric properties (Hughes, Daly, Foley, White, & Devine, . British Journal of Educational Psychology, 85(3), 332-356.), but has yet to be evaluated as a tool for detecting children who may have SEND. AIMS: Addressing this gap, this study aimed to assess whether BESSI scores (i) show measurement invariance across SEND status; (ii) show unique associations with SEND status; and (iii) are sensitive and specific to SEND status...
December 21, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29266219/an-exploration-of-the-application-and-implementation-of-growth-mindset-principles-within-a-primary-school
#3
Diana M Fraser
BACKGROUND: A growth mindset is a significant factor in the motivation and achievement of learners. Previous research has shown one-off interventions do encourage growth mindset thinking but only improvements are only short-lived. A sustainable and embedded approach may therefore be the only way to engender long-term changes to an individual's mindset. AIMS: This research explores the application and implementation of growth mindset approaches to teaching and learning within a primary school, aiming to identify the strengths of the application and implementation of the growth mindset principles as well as areas for improvement...
December 20, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29265190/gender-differences-in-mathematics-achievement-in-beijing-a-meta-analysis
#4
Meijuan Li, Yongmei Zhang, Hongyun Liu, Yi Hao
BACKGROUND: The topic of gender differences in mathematical performance has received considerable attention in the fields of education, sociology, economics and psychology. AIMS: We analysed gender differences based on data from the Beijing Assessment of Educational Quality in China. SAMPLE: A large data set of Grade 5 and Grade 8 students who took the mathematical test from 2008 to 2013 (n = 73,318) were analysed. METHOD: Meta-analysis was used in this research...
December 19, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29205282/instructor-personality-matters-for-student-evaluations-evidence-from-two-subject-areas-at-university
#5
Lisa E Kim, Carolyn MacCann
BACKGROUND: Instructors are under pressure to produce excellent outcomes in students. Although the contribution of student personality on student outcomes is well established, the contribution of instructor personality to student outcomes is largely unknown. AIM: This study examined the influence of instructor personality (as reported by both students and instructors themselves) on student educational outcomes at university. SAMPLE AND METHOD: Mathematics and psychology university students (N = 515) and their instructors (n = 45) reported their personality under the Big Five framework...
December 4, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29152713/verbal-and-action-based-measures-of-kindergartners-sfon-and-their-associations-with-number-related-utterances-during-picture-book-reading
#6
Sanne Rathé, Joke Torbeyns, Bert De Smedt, Minna M Hannula-Sormunen, Lieven Verschaffel
BACKGROUND: Young children's spontaneous focusing on numerosity (SFON) as measured by experimental tasks is related to their mathematics achievement. This association is hypothetically explained by children's self-initiated practice in number recognition during everyday activities. As such, experimentally measured SFON should be associated with SFON exhibited during everyday activities and play. However, prior studies investigating this assumed association provided inconsistent findings...
November 20, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29152714/scaffolding-as-a-key-role-for-teaching-assistants-perceptions-of-their-pedagogical-strategies
#7
David Bowles, Julie Radford, Ioanna Bakopoulou
BACKGROUND: Inclusive education policies have led to a worldwide increase in the number of teaching assistants (TAs) working in mainstream schools. TAs have a large amount of responsibility for supporting children with special educational needs and disabilities (SEND), a role which by default has become instructional in practice, and for which training and preparation are rarely adequate. While there is some research into the nature of TAs' interactions with pupils and the strategies they use which are helpful for children's learning, TAs' perspectives on their own classroom practice have yet to be explored...
November 19, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29139563/the-interplay-of-gender-and-social-background-a-longitudinal-study-of-interaction-effects-in-reading-attitudes-and-behaviour
#8
Michael Becker, Nele McElvany
BACKGROUND: Researchers often report and discuss gender differences. However, recent research has drawn attention to interaction effects between gender and other social categories. AIMS: This study analysed the development of disparities in students' reading-related self-concept, intrinsic motivation, and behaviour, as they relate to differences in gender and socio-economic family background. Drawing on expectancy-value theory, we regarded reading-related self-concept, motivation, and behaviour as key to explaining the growing differences between boys and girls in adolescence...
November 15, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29131322/effects-of-achievement-differences-for-internal-external-frame-of-reference-model-investigations-a-test-of-robustness-of-findings-over-diverse-student-samples
#9
Isabelle Schmidt, Martin Brunner, Franzis Preckel
BACKGROUND: Achievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subjects. We compared correlations between subject-specific self-concepts of groups of elementary and secondary school students with or without achievement differences in the respective subjects...
November 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29094337/morningness-eveningness-is-not-associated-with-academic-performance-in-the-afternoon-school-shift-preliminary-findings
#10
Arturo Arrona-Palacios, Juan F Díaz-Morales
BACKGROUND: The effect of morningness-eveningness, sleep habits, and intelligence on academic performance has been studied in a fixed morning school shift. However, no studies have analysed these variables in an afternoon school shift and tested whether morningness-eveningness is related to academic performance beyond sleep habits and intelligence effects. AIMS: The psychometric properties of the Morningness-Eveningness Scale for Children (MESC) were analysed. Additionally, academic performance, sex, intelligence, sleep habits, and morningness-eveningness relationship in a morning and afternoon school shift were compared...
November 1, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29124752/extending-the-seductive-allure-of-neuroscience-explanations-effect-to-popular-articles-about-educational-topics
#11
Soo-Hyun Im, Keisha Varma, Sashank Varma
BACKGROUND: The seductive allure of neuroscience explanations (SANE) is the finding that people overweight psychological arguments when framed in terms of neuroscience findings. AIM: This study extended this finding to arguments concerning the application of psychological findings to educational topics. SAMPLE: Participants (n = 320) were recruited from the general public, specifically among English-speaking Amazon Mechanical Turk workers residing in the United States...
December 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29044467/the-influence-of-text-cohesion-and-picture-detail-on-young-readers-knowledge-of-science-topics
#12
Juliette C Désiron, Erica de Vries, Anna N Bartel, Nalini Varahamurti
BACKGROUND AND AIM: The effects of text cohesion and added pictures on acquired knowledge have been heavily studied each in isolation. Furthermore, studies on the effects of specific characteristics of pictures, whether facilitating or hindering, are scarce. Schnotz's ITCP Model (2014) allows to formulate hypotheses regarding the combined effect of text cohesion and presence and level of detail of a picture. This study investigates these hypotheses in the case of children reading scientific texts...
October 16, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28984350/thinking-or-feeling-an-exploratory-study-of-maternal-scaffolding-child-mental-state-talk-and-emotion-understanding-in-language-impaired-and-typically-developing-school-aged-children
#13
Nicola Yuill, Sarah Little
BACKGROUND: Mother-child mental state talk (MST) supports children's developing social-emotional understanding. In typically developing (TD) children, family conversations about emotion, cognition, and causes have been linked to children's emotion understanding. Specific language impairment (SLI) may compromise developing emotion understanding and adjustment. AIMS: We investigated emotion understanding in children with SLI and TD, in relation to mother-child conversation...
October 6, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28960257/an-online-growth-mindset-intervention-in-a-sample-of-rural-adolescent-girls
#14
Jeni L Burnette, Michelle V Russell, Crystal L Hoyt, Kasey Orvidas, Laura Widman
BACKGROUND: Students living in rural areas of the United States exhibit lower levels of educational attainment than their suburban counterparts. Innovative interventions are needed to close this educational achievement gap. AIMS: We investigated whether an online growth mindset intervention could be leveraged to promote academic outcomes. SAMPLE: We tested the mindset intervention in a sample of 222 10th-grade adolescent girls (M age = 15...
September 27, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28944463/measuring-the-impact-of-teaching-approaches-on-achievement-related-emotions-the-use-of-the-achievement-emotions-questionnaire
#15
Rebecca Starkey-Perret, Aurore Deledalle, Christine Jeoffrion, Charlotte Rowe
BACKGROUND: This study focuses on achievement emotions in a context of foreign language acquisition in a French-speaking population. AIMS: Firstly, the reliability and construct validity of the Achievement Emotion Questionnaire were examined; the second aim was to compare the effectiveness of two teaching approaches, classical and task-based learning and teaching (TBLT) on students' emotions over time. SAMPLE: This study involves 299 participants...
September 25, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28940233/epistemic-beliefs-as-predictors-of-epistemic-emotions-extending-a-theoretical-model
#16
Tom Rosman, Anne-Kathrin Mayer
BACKGROUND: The cognitive incongruity model of epistemic beliefs and emotions states that if students' beliefs about the nature of knowledge (e.g., knowledge as simple and absolute) are incompatible with the epistemic nature of learning materials (e.g., complex and contradictory), cognitive incongruity arises. This, in turn, entails negative emotional consequences. AIMS: The epistemic nature of contradictory learning materials might be perceived differently depending on whether individuals resolve the contradictions or not...
September 21, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28929487/school-connectedness-and-the-primary-to-secondary-school-transition-for-young-people-with-autism-spectrum-conditions
#17
Judith S Hebron
BACKGROUND: Young people with autism spectrum conditions (ASC) face many educational challenges, particularly in terms of academic achievement, social inclusion, and mental health. School connectedness is linked to many positive outcomes and may be of particular salience at the primary-secondary school transition, when young people with ASC are expected to cope in new and unfamiliar settings. AIMS: This study explores for the first time school connectedness across the primary to secondary school transition for young people with ASC...
September 20, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28921487/family-support-and-gains-in-school-readiness-a-longitudinal-study
#18
Claire Hughes, Naomi White, Sarah Foley, Rory T Devine
BACKGROUND: Traditional measures of school readiness are labour-intensive and do not assess family support. AIMS: The current study used the newly developed Brief Early Skills and Support Index (BESSI: Hughes, Daly, Foley, White and Devine 2015) to examine 6-month longitudinal stability and change in teachers' ratings of young children's school readiness and investigate the role of family support as a predictor of school readiness. SAMPLE: Five hundred and seventy-eight children (270 boys; 74...
September 17, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28905355/revealing-hidden-talents-the-development-use-and-benefit-of-vesparch
#19
Julia R Badger, Jane Mellanby
BACKGROUND: School attainment tests and Cognitive Abilities Tests are used in the United Kingdom to set targets for educational outcome. Whilst these are good predictors, they depend not only on basic ability but also on learnt knowledge and skills, such as reading. METHOD AND AIMS: VESPARCH is an online group test of verbal and spatial reasoning, which we propose gives a measure that more closely approximates to basic ability - fluid intelligence. The verbal test contains highly familiar words, does not require the child to read them, is untimed, and provides detailed feedback on five practice questions for each part of the test...
September 14, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28884809/the-relationship-between-motor-skills-and-psychosocial-factors-in-young-children-a-test-of-the-elaborated-environmental-stress-hypothesis
#20
Vincent O Mancini, Daniela Rigoli, Lynne D Roberts, Brody Heritage, Jan P Piek
BACKGROUND: The elaborated environmental stress hypothesis (EESH) provides a framework that describes how motor skills may indirectly cause internalizing problems through various mediating psychosocial factors. While there is evidence to support this framework, little is known about how the proposed relationships may vary across different stages of development. AIMS: This study aimed to investigate whether peer problems and perceived self-competence mediated the relationship between motor skills and internalizing problems in pre-primary children, and at 18-month follow up...
September 8, 2017: British Journal of Educational Psychology
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